PENERAPAN PENDEKATAN SUPERVISI EDUKATIF KOLABORATIF UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU KELAS DI SD NEGERI 1 MARTAPURA - NIRWANA NIRWANA (TEACHER : Jurnal Inovasi Karya Ilmiah Guru, 2023)
The purpose of this research was to describe the increase in the ability of class teachers in managing learning at SD Negeri 1 Martapura after supervision/coaching was carried out. The results showed that teacher performance increased after taking action in the form of periodic collaborative educative supervision from cycle I to cycle II. This increase includes improvements in preparing lesson plans, carrying out learning, assessing learning achievement, carrying out follow-up assessments of student achievement. Based on the results of educational supervision cycle I and cycle II teacher performance increased, namely professional competence in pre-cycle by 52.27% increased to 70 .45% in cycle I, and increased again to 88.64% in cycle II. Thus the average cycle II action has increased. Based on the results of this action research, it can be concluded that teacher performance has increased in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of teacher learning achievement. For this reason, researchers suggest that educational supervision in schools carry out periodic collaborative educational supervision ABSTRAKTujuan dilakukan penelitian ini adalah untuk mendeskripsikan peningkatan kemampuan guru kelas dalam pengelolaan pembelajaran SD Negeri 1 Martapura setelah dilakukan tindakan supervisi/pembinaan. Hasil penelitian menunjukkan bahwa kinerja guru meningkat setelah dilakukan tindakan yang berupa supervisi edukatif kolaboratif secara periodik dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa Berdasarkan hasil supervisi edukatif siklus I dan siklus II kinerja guru meningkat, yakni kompetensi profesional pada pra siklus sebesar 52,27% meningkat menjadi 70,45% pada siklus I, dan meningkat lagi menjadi 88,64% pada siklus II. Dengan demikian tindakan siklus II rata-rata sudah mengalami peningkatan. Berdasarkan hasil penelitian tindakan tersebut dapat disimpulkan bahwa kinerja guru meningkat dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar guru Untuk itu, peneliti menyarankan agar supervisi edukatif di sekolah-sekolah melaksanakan supervisi edukatif kolaboratif secara periodik